Jane Gordon

Bio: Jane Gordon is an academic researcher from Eastern Michigan University. The author has contributed to research in topics: Cognitively Guided Instruction & Learning disability. The author has an hindex of 2, co-authored 2 publications receiving 143 citations.

General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities

Abstract: The purpose of this study was to investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education. Participating teachers were identified by administrators and peers as being effective in working with students with LD. Sixty teachers (20 elementary, 20 middle school, and 20 high school) completed a survey instrument assessing teachers' beliefs, skills, and practices. A subset of the initial cohort of teachers (n = 12) also participated in extensive interviews and classroom observations to provide additional insight into their adaptive instructional practices. Results indicated that even among skilled teachers gaps exist between beliefs, practices, and skills. Discussion focuses on teacher beliefs, skills, and practices and differences among teachers in the three grade groupings.

The effect of topic interest and prior knowledge on the predicted test questions of developmental college readers

Abstract: The primary purpose of this study was to examine the effects of topic interest and prior knowledge on predicted test questions of developmental college readers. A secondary purpose was to determine if overall differences in the quality of student generated predictions existed in multiple‐choice and essay questions. Seventy‐seven students enrolled in a university developmental reading course read passages in each of four conditions: high interest, high prior knowledge; high interest, low prior knowledge; low interest, high prior knowledge; and low interest, low prior knowledge. Students then were asked to predict multiple‐choice and essay questions that might appear on a college exam based on each passage. Student‐generated questions were evaluated in terms of accuracy of prediction, salience, clarity, and number of higher order questions. Results suggest that under certain conditions topic interest and prior knowledge can influence student‐generated questions, and that differential patterns of qu...

History, Rhetoric, and Reality: Analysis of the Inclusion Debate

Abstract: Issues surrounding the integration of students with disabilities into general education classrooms are explored in this article. The history of this debate is examined first by tracing the movement from mainstreaming and the least restrictive environment in 1975, to the call for a more integrated system during the 1980s under the Regular Education Initiative, and to full inclusion of all students in age-appropriate general education classrooms, with no separate special education. Next, the research investigating perceptions and attitudes about inclusion, the tenor of the general education classroom, and the preparation and ability of general education teachers to deal effectively with special education students is summarized. Finally, the dissonance between rhetoric and reality is explored. By ignoring research evidence, the inclusion debate has elevated discussion to the ideological level, where competing conflicts of vision are difficult to resolve. It is concluded that a rational solution requires the ...

The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts

Abstract: Sixty-six studies were reviewed that met several a priori criteria. Specifically, the studies had to be empirical investigations that related to a particular academic domain and that involved connected discourse presented either in traditional written form or on computer. In addition, the studies had to incorporate some measure of both knowledge and interest. The resulting body of literature was first summarized and analyzed in terms of the domains chosen, the subjects selected, the nature of the texts used, the manner in which knowledge and interest were assessed, and the principal outcomes reported. Next, from this analysis, six premises were proposed as guides for future research and practice. Finally, concluding remarks were advanced that address the overall significance of text-processing research that interactively considers the domain of knowledge and the interest of the reader.

Inclusion needs a different school culture

Abstract: Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for the development of inclusive schooling and the associated professional development for teachers.

Moving Toward Inclusive Practices

Abstract: In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive efforts. The data suggest ...

Responsible Inclusion for Students with Learning Disabilities

Abstract: The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.